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Wk 4: Research Proposal: Leadership and management in youth programs: Risk youth
Trae Clavo
Doctor of Business, University of Trevecca Comment by Roller, Robert H: Let’s get the details correct. Doctor of Business Administration (Candidate) Trevecca Nazarene University
Current Topics in Leadership and Management (Bus-8010-O06.2)
Dr. Robert Roller
June 11, 2022
Wk 4: Research Proposal
Leadership and Management in youth programs: Risk youth
Introduction
A wealth of information is available about leadership, particularly in companies, government, and the military. Educators and psychologists, on the other hand, are much less knowledgeable about the early precursors to leadership, how leadership grows in youths, gender differences, and the relationship between leadership, intellect, and creativity. A universal consensus is that leaders are required and that acquiring leadership skills should not be postponed. The research proposal proposes an approach for improving creative leadership and introduces the Gifted Rating Scales, a teacher-completed rating scale, to that goal (Carroll & Firth, 2021). As shown, there are ways to discover early artistic and intellectual giftedness in children and teenagers in the classroom, as well as expectations to progress from an essential degree of proficiency to an elite or expert level in any profession, allowing for the formation of leadership (Lachance et al., 2019). The high rate of at-risk behavior among our country’s youth indicates a lack of abilities in collaboration, self-awareness, communication, decision-making, and leadership that required for maturity. Adults need talents like this daily, referred to as leadership life skills. These abilities help adolescents manage their surroundings by allowing them to make responsible decisions, better comprehend their values, and communicate more effectively with others (Luguetti et al., 2017). Comment by Roller, Robert H: incorrect parallelism Comment by Roller, Robert H: what type of gender differences? Comment by Roller, Robert H: If their is a “universal consensus,” then you should have at least one citation to that effect. Comment by Roller, Robert H: Unless the Gifted Rating Scales are something you have designed, this statement can’t be true. This appears to be something you have copied from somewhere. Comment by Roller, Robert H: Citation needed.
Research Subject
For young people to feel fulfilled and contribute to society, they must develop leadership abilities (Karagianni & Jude Montgomery, 2018). Opportunities for young leaders allow them to grow in a favorable setting that fosters personal development. Increasing youth possibilities will enable them to get more involved in the community and extracurricular activities while developing life skills. Experiential learning encompasses leadership as well (Bertrand, 2018). Experiential learning occurs when a person engages in a task, evaluates it critically, determines what was beneficial or necessary to remember, and then applies that knowledge to a new study. “Experiential learning” is not achieved solely by providing an experience (Anyon et al., 2018). They were learning derived from the ideas and concepts generated from the event. Comment by Roller, Robert H: These are nice citations – but what actually is your research subject? That’s not clear. Comment by Roller, Robert H: Sentence fragment; awkward sentence structure.
Purpose of the Research Proposal
Remarkably, this research aims to discover where people get their leadership skills. Also, an empirical study seeks to determine which leadership traits and qualities adolescents can develop. Another goal of the research is to confirm that youth groups with positive surroundings and adult role models are good places to gain leadership abilities (Curran & Wexler, 2017). The study based on youth-centered opportunities in several countries. Leadership has been a hot topic for many youth development professionals and educators. Extension personnel cannot afford to overlook teenagers as a significant resource pool as demands on professionals and adult volunteers grow in a time of limited financial resources (Delia & Krasny, 2018). Extension personnel can take advantage of youth’s developmental requirements to help them achieve productive things and take on adult tasks. The aspects of leadership attitude, willpower, and desire were created to emphasize the relevance of motivation, self-awareness, and health in developing a student’s leadership potential (Curran & Wexler, 2017). Agriculture educators virtually take it for granted that students who participate in youth program leadership activities like public speaking, holding an office, or attending meetings are acquiring leadership skills. Comment by Roller, Robert H: Your study is not an empirical study. You must not imply things that are not true.
Research Benefits
Youth leadership programs are critical because they channel youth energy in a positive direction and prepare the next generation of leaders in the workplace and communities. Youth leadership programs teach young people how to lead others, influence public opinion and policy, and serve as role models for their peers and future generations (Carroll & Firth, 2021). Time management, teamwork, goal setting, conversation skills, and public speaking are all skills that youth leadership programs teach them.
Research Questions
The following were some of the research queries:
• Gender
• Age Group
• Definition of leadership
• What has helped enhance your leadership skills?
• Why have you made enhancing your leadership abilities a top priority?
• Have you profited from the leadership qualities you have acquired from various youth organizations?
• Do you think you could have improved these talents without joining a youth group?
• What essential skills have you picked up from young leadership programs? (Seemiller, 2018)
Methodology
As envisioned, the study aimed to discover and document the leadership capabilities that kids and adults develop via participation in young leadership organizations (Jones et al., 2020). It investigated whether joining a young leadership organization would improve one’s life skills and leadership abilities. Adult involvement in young leadership organizations was also investigated as a hypothesis. Participants in the survey thought that being a part of a leadership group improved their life abilities (McCarty et al., 2021). The researcher determined that each participant would be asked the same questions; hence a quantitative survey was chosen. Participants were able to select abilities and youth leadership groups using a study. The researcher designed the poll, which was performed online using an internet website, journals, Google, and Google scholars at no additional cost.
Conclusions
In conclusion, this research proposal elaborates that not only is it essential for children to be taught leadership qualities in today’s culture, but it is also clear that adults rely on young to exhibit those capabilities when they work cooperatively. Today’s communities rely on various age groups to function successfully. It is a chance for kids to boost their self-esteem while also learning how to contribute to today’s world. Respondents to multiple survey questions will be required to indicate that youth leadership programs do educate members on leadership qualities, as well as a variety of other life skills.
References
Anyon, Y., Bender, K., Kennedy, H., & Dechants, J. (2018). A systematic review of youth participatory action research (YPAR) in the United States: Methodologies, youth outcomes, and future directions. Health Education & Behavior, 45(6), 865-878.
Bertrand, M. (2018). Youth participatory action research and possibilities for students of color in educational leadership. Educational Administration Quarterly, 54(3), 366-395.
Carroll, B., & Firth, J. (2021). Leading or led? A critical exploration of youth leadership development. Management Learning, 52(1), 6-25.
Curran, T., & Wexler, L. (2017). School‐based positive youth development: A systematic review of the literature. Journal of school health, 87(1), 71-80.
Delia, J., & Krasny, M. E. (2018). Cultivating positive youth development, critical consciousness, and genuine care in urban environmental education. Frontiers in psychology, 8, 2340.
Jones, G. J., Edwards, M. B., Bocarro, J. N., Svensson, P. G., & Misener, K. (2020). A community capacity-building approach to sport-based youth development. Sport Management Review, 23(4), 563-575.
Karagianni, D., & Jude Montgomery, A. (2018). Developing leadership skills among adolescents and young adults: a review of leadership programs. International Journal of Adolescence and Youth, 23(1), 86-98. Comment by Roller, Robert H: This should be Montgomery, J. A. and should be cited in your paper as such.
Lachance, L., Watson, C., Blais, D., Ungar, M., Healey, G., Salaffie, M., Sundar, P., Kelly, L., & Lagace, M. C. (2019). Strengthening child and youth programs: A look at inter-organizational mentoring strategies. Evaluation and Program Planning, 76, Article 101679. https://doi.org/10.1016/j.evalprogplan.2019.101679
Luguetti, C., Oliver, K. L., Dantas, L. E., & Kirk, D. (2017). ‘The life of crime does not pay; stop and think!’ The process of co-constructing a prototype pedagogical sport model for working with youth from socially vulnerable backgrounds. Physical Education and Sport Pedagogy, 22(4), 329-348.
McCarty, S., Pacqué, K., Gatto, A. J., Hill, K., & Charak, R. (2021). Youth-led resilience promotion during disaster recovery: A proposed framework, innovative program, and lessons learned. Psychological Trauma: Theory, Research, Practice, and Policy.
Seemiller, C. (2018). A competency-based model for youth leadership development. Journal of leadership education, 17(1).
